Factors affecting online learning, stress and anxiety during the COVID-19 pandemic in Saudi Arabia

Abstract

Purpose This study investigated the factors affecting online learning (OL) and stress and anxiety (SaA) during the COVID-19 pandemic in Saudi Arabia. Design/methodology/approach This study used a quantitative study and a survey questionnaire to collect the cross-sectional data. The authors sent 500 survey questionnaires to the respondents of which 262 samples were returned. This represented a 52% response rate. Finally, this study used 260 valid samples to derive this study’s findings. Findings Through structure equation modelling analysis, this study’s findings demonstrate that lack of time and support, technical problems and lack of technical skills negatively affect OL. In addition, this study’s findings show that cost and access to internet has a significant effect on OL. Finally, this study’s findings show that among Saudi Arabian university students OL is the significant predictor of SaA. Practical implications This study’s findings offer university authorities meaningful ways to identify replacements for the usage of harmful devices to lessen psychological problems during the COVID-19 pandemic. By pointing out students’ significant challenges and barriers during OL, this study’s findings support the smooth and parallel running of OL. Such challenges cause deprivation and frustration among the students. Therefore, to some extent, it may be a violation of their human rights. In this way, this study’s findings demonstrate how to overcome these violations. Originality/value By exploring the significant challenges faced by Saudi Arabian university students, this study’s findings offer an original and empirical contribution to the literature.

Factors influencing Chinese EFL students’ online learning anxiety in the post-COVID-19 era

“…Likewise, the study reveals that technological challenges significantly impact students' anxiety toward online learning. This result confirms previous investigations that have also identified technological challenges as a contributing factor to anxiety in online learning contexts [ 7 , 60 ]. Furthermore, the finding is consistent with the research conducted by J.S.…”

“…Our exploratory factor analysis results revealed five factors contributing to online learning anxiety: lack of learning motivation, separation from instructors, separation from peers, technological challenges, and lack of two-way communication. Overall, our findings are generally consistent with the existing body of research [ 7 , 56 ] and contribute to expanding Keegan's theoretical framework on online education. These results strengthen the validity of our findings and provide additional evidence for the influence of these factors on online learning anxiety among EFL students.…”

“…The existing literature has primarily centered on investigating online learning anxiety across various online settings, such as self-paced online training, online examinations, and synchronous (asynchronous) online courses, particularly within the context of the COVID-19 pandemic. Researchers such as Abdelwahed et al [ 7 ] have employed structural equation modeling analysis to demonstrate that factors such as a lack of time and support, technical problems, and poor technical skills all negatively influence online learning. Moreover, studies have also examined the impact of the pandemic on students’ anxiety [ 32 ], the effects of COVID-19 on online learning [ 33 ], online motivation, performance, and engagement [ 34 , 35 ], as well as online learning self-efficacy [ 36 ].…”

“…Previous studies have examined the impact of students' online learning anxiety and the challenges associated with online learning [ 6 ]. Additionally, a focus has been placed on exploring language learning anxiety in online contexts [ 7 ]. These studies have delved into various aspects of language learning anxiety, including writing and speaking anxiety in an online learning environment [ 8 ], as well as the effects of online learning on EFL learners' anxiety [ 9 ].…”

Investigating Factors Influencing Students’ Engagement in Sustainable Online Education

“…In contrast, Ref. [39] identifies distinct concerns in Saudi Arabia, including stress, anxiety, limited time and support, technical difficulties, inadequate technical skills, and challenges related to cost and internet connectivity. These factors suggest a greater focus on the psychological and infrastructural difficulties experienced by learners in Saudi Arabia.…”